jayneb.bsky.social

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As a parent, I find social media terrifying and want to keep my child off it as long as possible. However the calls for a ban for under 16s continue a long pattern of seeking to shrink young people's presence in the public realm rather than tackling other issues.

This was such an incredible session. Thank you so much for sharing your research. What a brilliant project.

Community Learning Day on Inequality & Psychology ЕЧМС Hosted by EPs For Material Change Dr Dan O'Hare- Educational Psychologist Jan is weaving personal experience with research evidence to ast what does the welfare system take from children? Justin Hancock- Sex and Relationships Educator Justin is delivering Relationships a Potentic roomics, and Lines of -light in Relationships Dr Luca Onions- Educational Psychologist Luca is sharing his research exploring the lived experiences of trans, non-binary and gender-diverse autistic children in school. mastaha Maslaha are delivering a session titled "From Prevent to Palestine: Silencing in Education". . Maslaha translates from Arabic as 'for the common good'. They believe the tools for liberation lie in within our communities. They work in shared struggle with Muslim communities to live free from oppression in all its forms, and stand in solidarity with other liberatory movements. No More Exclusions are a Black-led, community-based abolitionist movement working to violence that harm Black, brown, communities. Revoke revoke Is a grassroots organisation advocating for young displacec seople, care-leavers, and those affected by the criminal justice system, living without advocates, families, power, or a voice.

Event Timetable 10:00 - 10:15 Welcome & Introductions Educational Psychologists for Material Change Setting the context and aims for the day. 10:15 - 11:00 Workshop 1| Dr Dan O'Hare What does the welfare system take from children? 11:15 - 12:00 Workshop 2 | Dr Luca Onions Trans, non-binary and gender-diverse autistic children's experiences of school. 12:00 - 12:45 Workshop 3 | No More Exclusions Abolitionist approaches to school exclusions 12:45 - 1:15 Lunch Break 1:15 - 2:00 Norkshop 4 | Revoke Unaccompanied minors and abolitionist care in the asylum system. 2:00 - 2:45 Workshop 5 | Justin Hancock Politics, micropolitics, and becoming in relationships. 3:00 - 3:45 Workshop 6 | Maslaha From Prevent to Palestine: silencing in education. 3:45 - 4:00 Closing Remarks Educational Psychologists for Material Change Reflections, connections, and next steps.

Workshop 1| Dr Dan O'Hare The UK's benefits system is often described as "lacking dignity and humanity", but behind that phrase are real children and families living with its consequences. In this talk, Dan weaves personal experience with research evidence to ask: what does the welfare system take from children? Beyond material deprivation and over and above the devastating effects of poverty, how do bureaucracy, conditionality, sanctions and stigma shape family life and mental health? Together, we'll reflect on why this matters for policy, practice, the kind of society we want to build, and what we as professionals might do. Workshop 2 | Dr Luca Onions Luca is an educational psychologist, he is talking about his research exploring the lived, school experience of gender-diverse, autistic young people under the age of 15. Workshop 3 | No More Exclusions No More Exclusions is a Black-led, community-based abolitionist movement working to end school exclusion and challenge systems of state violence affecting Black, brown, disabled, and working-class communities. This session introduces abolition and its relevance to education, tracing NME's journey, lived experience, and organising. It explores the long-term impacts of exclusion and connects school practices to wider political and structural harm.

Workshop 4 | Revoke Mona is the founder of Revoke, a radical, grassroots organisation working with young adults in the asylum system. Her own parents were political refugees from Iran and she grew up in Denmark before migrating to the UK as a teenager. Hannah is an integrative art psychotherapist with extensive youth work experience across schools, PRUs, statutory services and the NCS, and has been the Therapeutic Lead at Revoke for the past four years, where she built our community therapy programme up from scratch. Their session will focus on unaccompanied minors in particular and the holistic, abolitionist approach we've taken to their care. Workshop 5 | Justin Hancock Justin Hancock is a Sex and Relationships Educator. They are delivering a session titled "Politics, Micropolitics, and Lines of Flight in Relationships (a Potential Becoming...)". Workshop 6 | Masalaha Maslaha are delivering a session named 'From Prevent to Palestine: Silencing in Education'. Maslaha translates from Arabic as "for the common good". We believe the tools for liberation lie within our communities. We work in shared struggle with Muslim communities to live free from oppression in all its forms, and stand in solidarity with other liberatory movements.

🚨 COMMUNITY LEARNING DAY 9th JAN - FINAL LINEUP ANNOUNCEMENT 🚨

Revoke are the latest addition to an incredible lineup of speakers and organisations

Such an amazing lineup.

Get your tickets today!

www.eventbrite.com/e/epmc-commu...

We Reject the Use of Generative Artificial Intelligence for Reflexive Qualitative Research - Tanisha Jowsey, Virginia Braun, Victoria Clarke, Deborah Lupton, Michelle Fine, 2025 Four hundred and nineteen experienced qualitative researchers from 32 countries invite readers of Qualitative Inquiry to consider their position on use of gener...

Now published…

We Reject the Use of Generative Artificial Intelligence for Reflexive Qualitative Research - Tanisha Jowsey, Virginia Braun, Victoria Clarke, Deborah Lupton, Michelle Fine, 2025

journals.sagepub.com/doi/10.1177/...

Fun fact: when Michael Flatley drinks champagne he turns into Michael Bublé.

School and college staff! 🏫 Did you know we have an online resource hub for mental health leads?

The hub is open for resource submissions from organisations across the sector until 23 Jan: mentallyhealthyschools.org.uk/submit-a-res...

I’m reading On the Calculation of Volume, book two by Solvej Balle. It’s extraordinary. However, sometimes unexpectedly, passages of text affirm the way your aspirations for the world are guided. This passage hit home today.

Do we need a governance starter pack?

I’m a governor. Will give you a follow.

I've long been worried the government's "school readiness" goal risks widening the early years attainment gap - because it doesn't include a specific goal for lower income young children or the gap itself, + it's likely easier to push better off kids over the line - and the gap is widening.

Important research here from MIE colleagues on the lingering consequences of the pandemic, which continue to exacerbate inequalities in education.

The Education Support Teacher Wellbeing Index 2025 reveals a stark truth: the wellbeing of our education workforce is at crisis point.

If we want every child to thrive, we must ensure that those who teach and support them are thriving too.

📣 Read and share the report: 👇
https://ow.ly/sVm950XsXHJ

I actually do not recognise this party anymore

As this government recognises, every child deserves the best start in life. But a record 4.5 million children live in poverty. Their life chances are being held back and their potential wasted. They deserve better. At the Budget, the Chancellor has a unique chance to change this. By fully scrapping the two-child limit she can deliver a decisive shift in children’s opportunities, and in our country’s future potential. We have come together as diverse organisations who recognise that turning the tide on child poverty is crucial for children, and also for wider ambitions on housing, education, health and national growth. Reducing child poverty will boost family budgets, and local economies. It will reduce household debt, and cut the huge future costs of poverty faced by our schools, hospitals and other public services. Every day the two-child limit remains, in any form, it pushes children into poverty. Now is not the time for half-measures. Now is the moment for the Prime Minister and Chancellor to hear the voices of the UK’s children and take this vital opportunity to do the right thing. Abolishing the two-child limit in full will set millions of children’s lives on a path to a brighter future, and help to rebuild a stronger, fairer country and economy.

We’ve joined 100+ others in calling for the government to fully scrap the two-child limit. Every child deserves the best start in life. By fully scrapping the two-child limit the government can deliver a decisive shift in children’s opportunities, and in the UK's potential.

Rachel Reeves signals plan to remove two-child benefit cap in budget Chancellor understood to be preparing to fully reverse measure, which would cost over £3bn but could lift 350,000 children out of poverty

The two-child limit is the biggest driver of rising child poverty & scrapping it in full is the right thing to do. All children are equally deserving of a good childhood and abolishing this cruel policy would give millions more kids a better start in life. www.theguardian.com/uk-news/2025...

No worries. Will keep you in mind if I see anything.

Kat is fab. An evident boundless passion for inclusion and supporting neurodivergent CYP. Please let her know of any opportunities.

Spent most of his time chilling, having a walk until two stops later…

In a not psychology related post, this guy got on the tram.

Theres a book called reading and writing for postgraduates (I think?) by Wallace and Wray which has a good set of questions for helping you find the bits that are important to you. Always starts with a reflection on why you’re reading it.

I make a list of copied and pasted things to read later. Either in a notebook or in the typed notes I make when reading papers.

Thanks to @newcastleuni.bsky.social’s Phillip Robinson Library for this week’s SCONUL adventure. Incredibly welcoming atmosphere and ample bike parking.

Slowly but surely starting emerging from the dissertation hole. Was going to use some sort of hungry caterpillar-esque metaphor here, but tbh my mind is too tired. Final read throughs, reference checking, appendices and formatting to finalise and it’s done.

We noticed a huge increase in small play spaces in Paris last week.

The Ultimate Guide to Mark Making in the Early Years book by Sue Cowley

Since the DfE's new writing framework seriously downplays the importance of emergent writing, I'm giving away a free copy of my book on mark making because it 100% *does* matter! ☺️

Like and repost to enter. Winner announced next Thursday. #EduSky #giveaway #freebie

It’s just widespread now. In Manchester we have a lovely new-ish cultural venue with outdoor space, but there’s no provision for play inside or outside. How can we expect all young people to feel these spaces are for them if they are designed out from the start?

We’re constantly adultifying children and removing childhood and children from society.

What is the evidence base behind Bastille and Jo Wicks?!

But yes, it’s present in the transcripts throughout and I guess (being reflexive / acknowledging insider perspectives) I was noticing how juxtaposed the laughter was with the content today.

I think what I’ve settled on is just using a phrase like, “Participant pseudonym said laughing,…” and then put the quote? I figure that when I’m reporting how things were said that as long as I’m consistent, it’s okay?